Survey Of African American Literature Course Schedule
AFA/ENG 215Alicia Kent, 1Survey of African American LiteratureCourse ScheduleFall 2012TopicDescriptionCourseDescriptionThis course provides an introduction to the rich and variedtraditions of African American literature. We will look at literature inseveral genres, including novels, poetry, music, and autobiographicalwriting. In addition, we will examine the socio-historical context thatinfluenced the writers whose texts we are reading.The goals of this course are to teach you some fundamental skillsof close reading, interpretation and literary analysis, to betterunderstand the African American literary tradition, and to developyour interest in continuing the study of African American literature. Wewill examine the historical and cultural conditions out of which theAfrican American literary tradition has developed in order to developculturally-specific and historically-informed methodologies for analyzingAfrican American literature. We will also explore biographicalinformation about the authors whose artistic works we are reading.Unlike a sociology or history course, however, our ultimate purpose inthis literature course is to consider, understand, and analyze the literarytexts themselves and the way these writers portray various issues. Tothis end, we will be reading literature in order to analyze how theseliterary texts are written and how themes are represented, not toanalyze the lives of African Americans or the events of African Americanhistory.CourseOrganizationThe course is arranged historically around the theme ofmigration. We will be examining both literal and metaphoricalmovement as we make our own semester-long journey. We will beginwith the Middle Passage and examine representations of forcedmigration; then, we will examine the movement out of enslavement,the Great Migration, and the movement to attain civil rights. Finally,as our survey moves into the present, we will examine the role of thepast in the present and the problems and possibilities of socialchange for the future.NoteSee Course Information Course Policies and Requirementsfor information about exams, papers, and other requirements.
AFA/ENG 215Alicia Kent, 2Course ScheduleWeekTopicStart HereFamiliarizeYourself withthe CourseMovement IForcedMigrationWEEK 1Sept 3-7Race vs.EthnicityTo Do(Vintage refers to The Vintage Book of African American Poetry)TO READ (in Course Information): How Does This Online Course Work Course Policies and Requirements SyllabusIntroductions (in Assignments): Introduce yourself to the class and meet others (due by Tues,Sept 4) Respond to course information (due by Thursday, Sept 6) Take the online Quiz on Course Issues (not graded but required)(due by Friday, Sept 7)Key Concepts: race as a social construction the Middle Passagedouble consciousnessTO READ: Maya Angelou, “Still I Rise” (in Assignments) Langston Hughes, “Theme for English B” in Vintage, 151 (or inAssignments) W. E. B. Du Bois, “Double Consciousness” (in Assignments)Note: ALL Reading Posts due by Friday, Sept 7 by 11:55 pm for allstudents (during the first week). Your Reading Post should focus onONE (or more) of this week’s assigned readings.
AFA/ENG 215WeekTopicWEEK 2Sept 9-14Early WritingsAlicia Kent, 3To Do(Vintage refers to The Vintage Book of African American Poetry)TO READ:Phillis Wheatley Select poems by Phillis ic/WhePoem.html or inVintage, 14) “On Being Brought from Africa to America” “A Farewell to America” “An Hymn to the Morning” “An Hymn to the Evening” “Front Matter” to Wheatley’s published volume of /WhePoem.html) Title page “Preface” “Copy of a Letter” “To the Publick”Frederick Douglass Narrative of the Life of an American Slave (entire text, 1-76)You can also find the full text of Douglass's Narrative online modeng/public/DouNarr.htmlReminder:A thru L Reading Post due by 11:55 pm on TuesdayM thru Z Reading Post due by 11:55 pm on ThursdayWeekly Activity post due by Friday at 11:55 for all students.Friday, Sept 14: Preferences for leading online discussion due to me via e-mail.See Course Information “Sign up to Lead Online Discussion” and “How Do I LeadDiscussion?”Movement IIThe GreatMigrationWEEK 3Sept 16-21The Right toWriteKey Concepts: stereotypes white privilege deconstructing the color line vernacular writing dialect African American Vernacular English (AAVE)TO READ: Begin Charles Chesnutt, The Marrow of Tradition, Chapters 1-9,pages 1-92
AFA/ENG 215Alicia Kent, 4WeekTo DoTopic(Vintage refers to The Vintage Book of African American Poetry)Friday, Sept 21One quotation analysis due by 11:55 PMWEEK 4TO READ:Sept 23-28 Continue Chesnutt, The Marrow of Tradition, Chapters 10-19, pages93-174The Right to Peggy McIntosh, “White Privilege: Unpacking the InvisibleWriteKnapsack” (in Assignments)WEEK 5TO READ:Sept 30-Oct 5 Finish Chesnutt, The Marrow of TraditionThe Right toWriteFriday, Oct 5Essay Exam 1 available online at 11:55 PMMonday, Oct 8Timed Exam 1 available online at 11:55 PMWEEK 6TO READ:Oct 7-12 Paul Laurence Dunbar, Vintage, 73Post “When Malindy Sings”Emancipation “A Negro Love Song”Poetry “We Wear the Mask” “Sympathy” “The Poet” (in Assignments)Note: To hear these poems read aloud, go tohttp://www.dunbarsite.org/gallery.aspFriday, Oct 12Exam 1 Due by 11:55 PMMovement IIIHarlemRenaissanceKey Concepts: the New Negro primitivism exoticization crisis of representation
AFA/ENG 215WeekTopicWEEK 7Oct 14-19HarlemRenaissancePoetsWEEK 8Oct 21-26On WomenAlicia Kent, 5To Do(Vintage refers to The Vintage Book of African American Poetry)Note: Switch Reading Post due dates beginning Sun, Oct 14A thru L Reading Post due by ThursdayM thru Z Reading Post due by TuesdayTO READ: James Weldon Johnson, in Vintage, 63 “O Black and Unknown Bards” in Vintage, 64 “The Creation” in Vintage, 68 “Lift Every Voice and Sing” (in Assignments) Langston Hughes, in Vintage, 143 “Harlem Night Song” in Vintage, 145 “Mother to Son” in Vintage, 148 “The Negro Speaks of Rivers” in Vintage, 150 “Harlem” (in Assignments) “Good Morning” (in Assignments) “I, too” (in Assignments) Georgia Douglas Johnson, in Vintage Book of Poetry, 96 “The Heart of a Woman” in Vintage Book of Poetry, 96 “I Want to Die While You Love Me” in Vintage Book of Poetry, 97 “Old Black Men” in Vintage Book of Poetry, 98 Claude McKay, in Vintage, 99 “If We Must Die” in Vintage, 99 “The White House” in Vintage, 100 “The Harlem Dancer” in Vintage, 100 Countee Cullen, in Vintage Book of Poetry, 153 “A Brown Girl Dead” in Vintage Book of Poetry, 154 “Yet Do I Marvel” in Vintage Book of Poetry, 154 “Saturday's Child” in Vintage Book of Poetry, 163 Listen to Billie Holliday, “Strange Fruit” (in Assignments)TO READ: Begin Nella Larsen, Quicksand, Chapters 1-16, pages 1-93 Langston Hughes, “Cross” in Vintage Book of Poetry, 143 Sojourner Truth, speech: “Ain’t I a Woman” (1851) (inAssignments) Alice Walker, “Womanism” (1967) (in Assignments)Friday, Oct 26Last Day to drop classes
AFA/ENG 215Alicia Kent, 6WeekTo DoTopic(Vintage refers to The Vintage Book of African American Poetry)WEEK 9TO READ:Oct 28-Nov 2 Finish Quicksand (to page 135) Begin Zora Neale Hurston, Their Eyes Were Watching God,WomenChapters 1–10, pages 1-99Novelists of theHarlemRenaissanceWEEK 10TO READ:Nov 4-9 Finish Hurston, Their Eyes Were Watching GodThe FolkFriday, Nov 9Quotation Anthology (with Response Paper) due by 11:55 pmWEEK 11TO READ:Nov 11-16 Richard Wright, “The Ethics of Living Jim Crow”http://newdeal.feri.org/fwp/fwp03.htm (also in Assignments)On Men Ralph Ellison, Prologue to Invisible Man (1952) (in Assignments) Malcolm X (El-Hajj Malik al-Shabazz), “The Ballot or the Bullet”(April 12, 1964) listen:http://www.youtube.com/watch?v CRNciryImqg (text available inAssignments) Landmark speeches by Martin Luther King, Jr.,: March on Washington for Jobs and Freedom (August 28,1963) kihaveadream.htm (text available in Assignments) “I've Been To The Mountaintop” (April 3, 1968) eatures/sayitplain/mlking.html (text available in Assignments)Movement IVKey Concepts:Toward Civil socializationRights & the systemic changePresent critical consciousness empathyWEEK 12ALL posts due Tuesday, Nov 20 by 11:55 pm (regardless of lastname)Nov 18-20TO READ:Black ArtsMovement Amiri Baraka, “Black Art” in Vintage, 234 Etheridge Knight, “Hard Rock Returns to Prison from the Hospital forthe Criminal Insane” (in Assignments) Gwendolyn Brooks, in Vintage, 184 “We Real Cool” 187 “The Mother” 187-88 “To an Old Black Woman, Homeless and Indistinct” 191-92
AFA/ENG 215Alicia Kent, 7WeekTo DoTopic(Vintage refers to The Vintage Book of African American Poetry)Thanksgiving BreakWednesday, Nov 21 – Sunday, Nov 25WEEK 13TO READ:Nov 25-30 Begin Octavia Butler, Kindred to page 143 (be sure to readthe “Prologue”)The Past Meetsthe PresentWEEK 14TO READ: Finish Butler, KindredDec 2-7 Tupac Shakur (available in Assignments)The Past Meets “The Rose That Grew from Concrete”the Present “When Ure Heart Turns Cold” “Sometimes I Cry” “The Fear in the Heart of a Man” “In the Event of My Demise”WEEK 15TO READ:Dec 9-10 Margaret Walker, “For My People” in Vintage, 176ConclusionClasses End: Monday, Dec 10ALL posts due Dec 10 by 11:55 pmExam 2 Information: Friday, Dec 7: Essay Exam 2 available online at 11:55 PM Monday, Dec 10: Timed Exam 2 available online at 11:55 PM Friday, Dec 14: Exam 2 Due by 11:55 PM
Countee Cullen, in Vintage Book of Poetry, 153 “A Brown Girl Dead” in Vintage Book of Poetry, 154 “Yet Do I Marvel” in Vintage Book of Poetry, 154 “Saturday's Child” in Vintage Book of Poetry, 163 Listen to Billie Holliday, “Strange F
African American Literature for Contrastive Analysis Use The following literature titles may be used to support “Linguistic Contrastive Analysis” with African American Standard English Learners (SELs). The selected titles are culturally relevant titles that incorporate African American Language throughout the text.
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that student populations across the state are 51.8% Hispanic, 29.4% Anglo, 12.7% African American and 3.7% Asian. Texas has 1,025 school districts, of which 27 are African American superintendents and 7 are female African American. Current Trends Currently, the issues of African American men in school leadership may seem somewhat outdated.
9. Increase attendance and reduce absenteeism rates for African American/Black students 10. Increase the rate of freshman on-track for African American/Black students 11. Increase graduation rates for African American/Black Students 12. Increase the post-secondary enrollment rates of African American/Black students high school
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Ohio African Americans Ohio’s African American community is comprised of nearly 1.7 million people, accounting for 14.3 percent of the state’s total population. According to the 2018 American Community Survey by the U.S. Census Bureau, Ohio’s African American population has increased 22 percent since 2000. For
AML 2020 American Literature II 3 ENG 2212 American Literature after 1875 3 AML 2600 Survey of African American Literature 3 GS A2LIT1 GS - Area II - Literature I 3 ANT 2000 General Anthropology 3 ANT 2200 Anthropology 3 ANT 2410 Introduction to Cultural Anthropology 3 ANT 3310 Cultu
